Kaatje van der Hoeven Kraft Self-regulated learners/ learning 1 This material is based on work supported by NSF DUE Award #: Any opinions, findings, and conclusions are those of the authors and do not necessarily reflect the views of NSF with contributions from: David McConnell North Carolina State University

Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum. Opportunities to Think about Learning 2 Engage students in thinking about what they know and need to do. Target goal setting (clear goals, moderate difficulty) Perceptions of task (relevance, utility), prior knowledge Ease of learning judgment Self-regulation cycle ForethoughtPerformance Self- Reflection

Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum. Opportunities to Think about Learning 3 Students monitor their learning process to stay engaged in a task Anxiety coping strategies Metacognitive judgments of learning relative to goals Effort monitoring Rehearsal, elaboration or organization strategies Regulation of study environment Interest monitoring Reward strategies Self-regulation cycle ForethoughtPerformance Self- Reflection

Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum. Opportunities to Think about Learning 4 When students can reflect on what they learned or can improve upon next time, it helps to restart the cycle Assess goal achievement Time/study adjustments Help seeking Success/failure attributions Judgments of efficacy, effort Self-regulation cycle ForethoughtPerformance Self- Reflection

Low Effort: Pause + Think/Pair/Share Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer. Control Group: No pauses for discussion in lecture. Ruhl, Hughes, and Schloss., Teacher Education and Special Education, v.10 #1, p Students completed a free recall exercise after lecture Experimental Group – number of facts recalled: 22.97* Control Group – number of facts recalled: ForethoughtPerformance Self- Reflection

Blue Students examined a list of these 22 random items for one minute and tried to remember as many as possible. Gold Students examined a list of these 22 organized items for one minute and tried to remember as many as possible. Does the way we organize information make a difference? Low Effort: Build graphic organizers ForethoughtPerformance Self- Reflection

Using labeled sketches or other graphic organizers (e.g., concept maps) can make it easier to recall related information Concept Map of Earth’s Structure “Chunking” of information is similar to expert thought patterns Low Effort: Build graphic organizers

 Review material for initial study period  Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible. WHAT IS RETRIEVAL PRACTICE?  Review material and practice retrieval again  Do it the first time during or within a few hours of original lesson  Repeat retrieval process at regular intervals prior to exam (e.g., weekly) Low Effort: Retrieval Practice ForethoughtPerformance Self- Reflection

Research on learning shows that retrieval practice is the most effective study method: Students don’t know this Read once Read 4 separate times Read, make concept map Read, try retrieval, repeat 9 Low Effort: Retrieval Practice Simple reflection exercises during or following lecture will improve later recall of information. The more practice that students get at retrieval, the more they will recall later in test situations Karpicke, J.D., and Blunt, J.R., 2011, Science Express, January 20, p.1-7.

Long-term Memory – Remember to repeat NORMAL FORGETTING CURVE 2 tests for Group 1 Day 0 = Initial studying of material The more time that passes before attempting retrieval, the more we forget Thinking or talking about an event immediately after it occurs enhances memory of the event Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.) Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p

Instructor support for learning about learning 11 Provide opportunities for students to self-evaluate their own learning Provide models (coping are better than expert): Think-Pair-Share Provide opportunities for self-evaluation Think-Pair-Share Reflective Prompts Exam Wrappers Learning Journals Classroom notebook Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3),

12 Encourage behavior that fosters learning to learn Provide an environment that encourages questioning and help-seeking Think-pair-share Reading Reflections Exam wrappers Encourage goal setting (proximal vs. distal) Exam wrappers Learning journals Classroom Notebooks Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), Instructor support for learning about learning

13 Create an environment that fosters learning to learn Reward effort over ability Provide assessments that encourage effort (e.g., allow for revisions) Encourage self-comparison over social comparison Reflective Prompts Exam Wrappers Provide visual, graphic and organizational structures Graphic organizers, concept maps, etc… Reading reflections BE EXPLICIT: how do these activities support their ability to learn? Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), Instructor support for learning about learning

1: As part of/after taking an exam, students describe how prepared they feel for the test, how they studied, etc… 2: After they receive their exam back, ask them to respond to their initial ideas and what (if anything) they’ll change for a future exam. 3: Discuss as a class, and remind them of those key ideas prior to the next exam 14 Moderate Effort: Exam Wrappers ForethoughtPerformance Self- Reflection

How can we do things differently in our classes to meet the variety of learning styles that are in our introductory courses?  Allow students to work at their own pace  Allow students to chose different percentages for how their final grade will be calculated.  Cover slightly less but in more detail  Test on smaller chunks of data 15

Ten Benefits of Testing and Their Applications to Educational Practice Henry L. Roediger III, Adam L. Putnam and Megan A. Smith Benefit 1: The testing effect: retrieval aids later retention Benefit 2: Testing identifies gaps in knowledge Benefit 3: Testing causes students to learn more from the next learning Benefit 4: Testing produces better organization of knowledge. Benefit 5: Testing improves the transfer or knowledge to new contexts Benefit 6: Testing Can facilitate retrieval of information that was not tested Benefit 7: Testing improves metacognitive monitoring Benefit 8: Testing prevents interference from prior material when learning new material Benefit 9: Testing provides feedback to instructors Benefit 10: Frequent testing encourages students to study 16

Changing my Class Used the objectives we created to design lessons. These lessons will stay the same regardless of which book we use. 17

Lessons Student work for each lesson – Read the parts of the book listed, taking notes – Complete the soft chalk homework where they answer questions as they move through the assignment. – Complete a worksheet that requires them to understand and apply what they have learned. Students can see answers as soon as they are done. – Take a question quiz. 18

Results after Two semesters Retention rate is slightly higher Biggest complaint of those that drop is the amount of work. Good students are doing better. There are more A’s, many of the students have commented that soft chalks and worksheets for each lesson have helped to learn the material. 19